Teachers’ Well-Being in Relation to Program Implementation of Students’ Remedial Reading Programs
DOI:
https://doi.org/10.5281/zenodo.23722815Keywords:
pedagogical fidelity, instructional demands, job stress, emotional exhaustion, Job Demands-Resources model, reading intervention, instructional leadership, Likert scaleAbstract
Literacy acquisition remains a crucial determinant of academic success, driving educational systems to implement structured reading intervention programs to address persistent reading deficits. While student literacy gains are frequently evaluated, the instructional fidelity of these interventions depends heavily on the physical, cognitive, and emotional well-being of the teachers executing them. This study examined the relationship between teachers' well-being—encompassing physical and mental health, workload and administrative demands, instructional demands, and work-related stress—and their implementation fidelity in student remedial reading programs. Utilizing a quantitative descriptive-evaluative design, data were collected from 27 remedial reading educators using two structured four-point Likert scale questionnaires assessing teacher well-being across four core dimensions and program execution across 16 pedagogical indicators. Data were analyzed using frequency distributions, weighted mean scores, and implementation rates. The findings revealed a high overall level of program implementation across all pedagogical standards, with mean scores ranging from 3.46 to 3.88 out of 4.00 and zero non-implementation. Teachers demonstrated particular strength in clear instructions (mean = 3.88), guided practice (mean = 3.88), and checking learner comprehension (mean = 3.85). However, session component completion—evaluated under Item 14 ('Teacher completes the required components of the session')—yielded the lowest mean score (3.46), reflecting session pacing constraints due to administrative and instructional workload pressures. Overall, teachers maintained high pedagogical fidelity despite substantial administrative demands. To sustain teacher well-being and maintain long-term implementation fidelity, school administrators must implement institutional support mechanisms, including streamlined progress documentation, optimized session pacing guidelines, and adequate professional recovery time for educators conducting reading remediation.
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Copyright (c) 2026 Melanie P. Mandin, Karen O. Mabalatan, Sherien Dela Pena, Aime Dela Torre (Author)
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